Tiana Tibbs

FRIT 8530
November 26, 2010

Title of Unit: Solids

Grade Level: 6th
Time Frame: 8 days

Stage 1 – Desired Results

M6G2c,d - Students will interpret and sketch various views of solids and
construct nets for solids.
Understandings
Students will understand that:

• Various views of solid figures may be interpreted and sketched to

provide a two dimensional representation of a three-dimensional
figure.

• Nets for prisms, cylinders, pyramids, and cones may be constructed.

Essential Questions
Overarching Question(s):

What properties of three dimensional figures help determine their volume

and surface area?

Topical Question(s):

• How can I interpret and sketch various views of solid figures?

• How can I construct nets for prisms, cylinders, pyramids and cones?

Knowledge and Skills

Knowledge
Students will know:

• How to recognize the figure determined by a given net.

• The similarities and differences between right rectangular prisms and

pyramids.

• The similarities and differences between right circular cylinders and

cones.

Skills
Students will be able to:

• Create a variety of nets for prisms, cylinders, pyramids, and cones.

• Decipher and draw views of solid figures from a variety of perspectives.

Stage 2 – Acceptable Evidence

Performance Tasks

• Mini Sketch Book – Students will create a mini sketch book to

illustrate, identify and explain solid figures. Student will illustrate the
net of a figure. Students will use Microsoft Publisher to create the mini
sketch book.

• Greedy Triangle Project – Students will create a PowerPoint

presentation based on the book, The Greedy Triangle, by Marilyn
Burns. The students will first write a paragraph on what they think the
book is going to be about based on the title and the cover. Then they
will read the book. Once they are finished reading the book, they will
put together a PowerPoint presentation that includes the paragraph
they wrote on what they thought the book was about then they will
create illustrations using images (with three dimensional figures) found
from the internet to illustrate different scenes from the book. Once
finished, they will share with their peers.

Other Evidence
• Three-Dimensional Figures Pre-assessment – Students should
have an understanding on the difference between two dimensional and
three dimensional figures. With that basic understanding between the
two, they should be able to move on in learning the properties of three
dimensional figures which will lead them to another part of the unit
where they use these properties to find surface area and volume. This
pre-assessment will serve as a way to determine the level of
understanding.

• Faces, Edges, and Vertices Worksheet – Students will be a given a

worksheet to determine the number of faces, edges, and vertices of
different three dimensional figures. It is important for the students to
understand this concept because this will lead to them using this
information in finding surface area and volume.

• Different Views Hands On Lab Worksheet – Students will be given

 a worksheet along with geometric shape solids and centimeter cubes
and use those figures to help draw the different views of the three
dimensional figures listed on the worksheet.

• Nets Worksheet – Students will be given a worksheet where they will

have to identify different nets and draw their own nets for three
dimensional figures.

Student Self-Assessment and Reflection

• Greedy Triangle Project Peer Review – Students will pair up with
someone and will critique each other’s work on the Greedy Triangle
Project using the rubric that is provided.

• 3, 2, 1 Self Assessment - Students will complete a self-reflection at

the end of this part of the unit. In the self-assessment, they will write 3
things that they learned from this standard, 2 things that they found
interesting, and 1 question they still have.

Stage 3 – Learning Experiences

Note: The primary method of material delivery is through the podcast “Three
Dimensional Figures – Properties, Views, and Nets”. Students will view
portions of the appropriate portion of the podcast and then participate in the
accompanying activities.

1. Introduce the essential question, “What properties of three

dimensional figures help determine their volume and surface area?”
Students should have some basic knowledge of volume and area so I
want to get them thinking about how the properties of three
dimensional figures have to do with these formulas before we go into
detail about it later. The topics that we are going to discuss in this
podcast is what makes a three dimensional figure, the edges, vertices,
and faces of three dimensional figures, the different views of the three
dimensional figures, and the nets of the three dimensional figures. We
will cover the basics of what is needed to know before going into
volume and surface area and comparing the two formulas. I will also
discuss the performance tasks for this week’s lesson. (View slide 1
and 2 of the podcast)

2. Give the Three-Dimensional Figures Pretest to students. Students are

to answer questions on what they know and leave the rest blank.
Answers will be revisited and discussed as they relate to the current
activity. (View slide 3 of the podcast)

3. Pose the question, “What are some three dimensional shapes that you
see in real life?” Ask the students if they ever thought about some of
 the objects they use in everyday life as three dimensional figures.
Have the students watch “Defining Properties of 3-D Figures” from
United Streaming and allow them to write down some of the examples
they used of real life 3-D objects. (View slide 4 and 5 of podcast)

4. Explain what three-dimensional figures are and how they are different
from two dimensional figures. Discuss the four main three-dimensional
figures we will be talking about, pyramids, cones, cylinders, and
prisms. (View slides 6 - 13 of the podcast.)

5. Discuss the edges, vertices, and faces of the three dimensional figures.
We will also talk about how certain three-dimensional figures are
named. Distribute the Faces, Edges, and Vertices Worksheet that was
found at http://countdown.luc.edu/pdfs/Measurement/M0012_Edges,
%20Faces,%20Vertices.pdf . Students will then complete this activity.
(View slides 14-23 of the podcast.)

6. Discuss the different views of the three dimensional figures. We will

look at the top view, side view, and the front view. Distribute the
Different Views Hands-On Lab that is found with the Holt Mathematics
Book Volume 1 and some geometric shape solids and centimeter
cubes. Students will be given a worksheet along with geometric shape
solids and centimeter cubes and use those figures to help draw the
different views of the three dimensional figures listed on the
worksheet. (View slides 24 – 26 of the podcast.)

7. Discuss what a net is of a three-dimensional figure and show examples

of some nets. Distribute the Nets Worksheet and have students
complete it. (View slides 27 - 33 of the podcast.)

8. Students will be reading The Greedy Triangle by Marilyn Burns. Have

students write a paragraph on what they think the book is going to be
about based on the title and the cover. Then they will read the book.
Once they are finished reading the book, distribute the handout,
“Greedy Triangle PowerPoint Illustration” and the “Greedy Triangle
Project Peer Review Rubric”. They will put together a PowerPoint
presentation that includes the paragraph they wrote on what they
thought the book was about then they will create illustrations using
images (with three dimensional figures) found from the internet to
illustrate different scenes from the book. Once finished, they will be
paired up with another student to critique each other’s work using the
rubric. (View slides 34 and 35 of the podcast.)

9. Distribute the Mini Sketch Book of Solid Figures Project Sheet. To

summarize what they learned, students will make a Mini Sketch
 Book/Brochure using Microsoft Publisher. They will show the different
views and net of the three dimensional figures and the number of
edges, faces, and vertices of that figure. They will only have to do this
for the following three dimensional shapes: Cube, Rectangular Prism,
Square Pyramid, Cylinder, and Cone. Distribute the Mini Sketch Book
of Solid Figures Rubric to show what is needed to make a good grade
on this project which was found at www.georgiastandards.org . (View
slide 36 of the podcast.)

10. Have students complete the 3, 2, 1 Self-Assessment. In the self-

assessment, they will write 3 things that they learned from this
standard, 2 things that they found interesting, and 1 question they still
have. (View slide 37 of the podcast.)